Many educators may be concerned about the copyright implications of using remix in their classrooms. Some also confused remix and plagiarism. How would you address these concerns?

It’s really too bad when these concerns result in chilling innovative education, which includes using remix and technology in the classroom. Remix and plagiarism are of course not the same thing; plagiarism is trying to pass off someone else’s work as your own. Any good remix cites sources and/or uses original ideas to back up an argument, just as students are expected to do when they write a paper. A remix is really just a multimedia essay.

Some might argue that young people are being taught through many different channels to be cynical about political institutions. Is there a danger that these remix practices might contribute to cynicism? How do we distinguish between skepticism and cynicism?

For me, cynicism entails apathy. Skepticism entails constant curiosity. It’s easy to feel frustrated and bombarded in a media-saturated environment, and sure, confronting those media can potentially feed cynicism. But we try to focus on remix as an active means of critical expression, which is valuable in a way that sitting around and complaining just is not. If you can create an argument and back it up with facts – and, even better, point to a positive way forward – then your skepticism is healthy and useful. We think remix fosters this.
What have emerged as some of the common themes in student remixes and critiques of existing political advertisements?

One is authenticity. Students are aware that candidates are trying to appeal to the masses, and that in order to do that they need to seem likable in media. You can see those themes in this remix on Hillary Clinton and this one on Marco Rubio.

There’s also an interest in pointing out how emotionally manipulative the ads can be, like this one remix about Ted Cruz.

I should say there are a lot of great remixes we haven’t been able to post publicly because they don’t meet fair use standards. What makes them great is that the students are clearly very passionate. Fair use is really hard, and takes a lot of practice. We don’t always have as much time as we’d like in programs to go back and refine videos, but I’ve been so impressed with our students’ ability in general to call out political ads for not being substantial enough. They see that publicity stunts, like dancing on Ellen or cooking bacon on a machine gun, happen at the expense of talking about the real reasons why people should vote for someone.

This campaign has shaped into one of the most negative in American presidential history. What should we be telling students specifically about the impact of negative advertising in the campaign process?

This is a great time for students to be learning the difference between feelings and facts. Negative ads often make us feel angry, but they don’t usually make us think too hard about facts, or think that we should question those facts in any way. I think it’s less about what we should be telling students about the impact of negative ads, and more about what we should be helping them ask and explore. Such as, what’s the difference between negative advertising and bullying? When it comes to negative ads, do you think the facts matter to people? Why would someone engage in, or specifically avoid, negative advertising?

The rhetoric in this campaign has been extremely negative but I think our job as educators is to not let that poison our young people’s interest in civic engagement. It’s getting harder and harder to convince people they should take part in such an imperfect democratic system, but I would never counsel a young person to sit out of voting, knocking on doors or forming and sharing an informed opinion. We’ve already seen how remix can be used to powerful effect in this campaign, by the candidates themselves and by citizens. What I want to see is how it can be used to powerful effect in civic engagement for the future – no matter who winds up winning this election.

D.C. Vito co-founded The LAMP (Learning About Multimedia Project) in 2007. Since that time, The LAMP has brought media literacy training to over 3,000 youth, parents and educators, transporting equipment and facilitators directly to communities in need of its services. Under Mr. Vito’s leadership as Executive Director, The LAMP’s programming capacity has grown tremendously from serving roughly 75 students in the 2010-2011 school year, to serving over 850 students by the 2011-2012 school year. Mr. Vito worked as a community organizer for many years prior to The LAMP, having served in the Peace Corps in Mali, managing campaigns for City Council, State Senate and Presidential candidates, and spent eight years acting as Chairman of the Youth Services and Education Committee on Brooklyn’s Community Board Six. He currently sits on the Board of Directors for the National Association for Media Literacy Educators (NAMLE), is a member of the NationSwell Council and was in the 25th cohort at the Coro New York Leadership Center.

Emily Long has been with The LAMP since 2008, managing grant writing, project development, internal and external communications, special events, website and social media, strategic partnerships and The LAMP’s MediaBreaker/Studios video remix platform development project Emily earned her Masters of Fine Arts in Dramaturgy and Script Development from Columbia University in 2006. While at Columbia, she edited and catalogued hundreds of interviews and transcripts for the Oral History Research Office, focusing primarily on their 9/11 Project. She has extensive experience with numerous media through her work with Columbia’s Rare Books and Manuscript Library, Atlantic Theater Company, Sesame Workshop and others.